Integrating the student perspective: a framework for teaching competences in European higher education

Abstract: Despite increasing interest in and demand for student-centred higher education in Europe, there is limited evidence on which competences teachers need in such a paradigm. In particular, the student perspective – while inherently crucial to student-centred higher education – has been largely neglected in the development of teaching competence frameworks. Addressing this gap, we systematically investigated students’ importance ratings of teaching competences. We developed the European Teaching Competence Student Survey (ETCSS) based on Gilis, Clement, Laga and Pauwels’s (2008) competence profile for student-centred higher education that was established with teachers. Using the ETCSS, we found that students across Europe (six countries, eight higher education institutions, N = 242) endorse the teaching competences previously identified with teachers. Based on a mixed-methods approach (exploratory factor analysis and qualitative analysis of open responses), we propose a student-centred framework for teaching competence in higher education comprising 41 indicators across six competence areas: (1) facilitate learning, promote deep knowledge and critical application, (2) continuous improvement in partnership with students, (3) contextualise learning sharing passion and expertise, (4) awareness and empathy, fostering diversity, inclusivity and non-discriminatory action, (5) proficient and purposeful media use and (6) integrity and professional behaviour. Finally, we discuss theoretical and practical implications of our findings with respect to quality development in higher education

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Freiburg
• (who): Universität
• (when): 2024
• Creator: Mathias, Hempfling ; Hüther-Pape, Lisa Marie ; Hüther, Lisa

Further information

• DOI: 10.6094/UNIFR/245707
• URN: urn:nbn:de:bsz:25-freidok-2457077
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:47 PM CET